2. “Stretch your right hand toward the middle of the circle.” As
they begin the warm-up exercises, some children have trouble
telling their right hand from their left hand. When this happens,
the teacher walks around the circle, gently showing confused
children which hand is right or left. The kindergartners pretend to
be raisins, then grapes. When they are raisins, the children
“shrivel up” (squatting down with their arms wrapped tightly
around them). Then they grow into big grapes (standing tall with
their arms outstretched). Their giggles and smiles make it clear
that this theater arts class is a high point of their week.
BUILDING VOCABULARY AND ORAL LANGUAGE
SKILLS
For young English language learners (ELLs), the quality and
volume of oral language use promoted by teachers is critical
(Peisner-Feinberg et al., 2001). ELLs need frequent opportunities to
engage in structured academic talk with teachers or peers who
know English well and can provide accurate feedback (Francis,
Rivera, Lesaux, Kieffer, & Rivera, 2006; Gersten et al., 2007; Wong
Fillmore & Snow 2000). Creative drama activities, in which
nonverbal communication is used in combination with verbal
interactions, can be an effective way to encourage oral language
use.
In addition to breadth of vocabulary (number of known
words), drama activities also build vocabulary depth. To gain rich
knowledge of a word and its use, children must have multiple
opportunities to interact with the word in a variety of contexts
(Beck, McKeown, & Kucan, 2002). Carefully designed drama
lessons provide an engaging vehicle for children to become
comfortable using new sounds and new words in various ways.
A DRAMA LESSON IN A KINDERGARTEN
CLASSROOM
The drama lesson described in the vignette that introduced this
article was taught by actor Mike Sears, who works with the K–2
Teaching Artist Project, a partnership between the University of
California, Irvine, and the Visual and Performing Arts Department
Building Oral Language Through Creative Drama 139
3. of the San Diego Unified School District, funded by an Improving
Teacher Quality grant administered by the California Department
of Education. Mr. Sears was teaching a kindergarten class.
Streaming videos that show him teaching this and similar lessons
are available free of charge, along with detailed lesson plans and
other materials. (See the Online Resources at the end of this
article.)
After the warm-up that begins with the words “Actors—stand
up and make a circle,” the children practice tongue twisters such
as purple peanut butter, sticky strawberries, and gooshy, gushy grapes.
In the photograph, classroom teachers lead children in a similar
lesson. Children are asked to imagine a big marshmallow in the
center of the circle. They mime breaking off a piece of the
marshmallow and putting it in their mouths. Then all say,
“Mmmm.”
Later, the same class practices the Name Game. One by one,
the children step forward and say their names clearly. To
encourage use of a strong voice and confident manner, teachers
urge students: “Say your name in a loud voice, raising your fists in
the air at the same time.” The class then practices punching the air
as a group. Many giggle.
Figure 1. San Diego kindergarteners mime breaking off a piece of an
imaginary marshmallow during a drama lesson that builds oral
language skills
140 TESOL Journal
4. In the final exercise, small groups of children are given a pictorial
representation of an animal (lion, bird, dog, etc.) and asked to nod if
they know what the picture is. Each group has a few moments to
decide how to use movement and sound to represent their animal.
Then each group represents their animal while the rest of the class
tries to guess the animal’s identity.
During such activities, children who are not yet fluent in
English can figure out the meaning of an unknown word just by
watching their peers. Drama activities are also strikingly efficient.
With traditional instruction, the teacher can only question one
student at a time, whereas drama activities allow many children to
respond at once, so teachers can assess the comprehension of
multiple students at the same time.
USING CREATIVE DRAMA FOR ENGLISH LANGUAGE
DEVELOPMENT
The challenge is for teachers to learn to deliver drama lessons
effectively. The San Diego Unified School District initially
addressed this challenge by sending teaching artists into K–2
classrooms to coteach standards-based lessons with classroom
teachers. The Visual and Performing Arts Department created a set
of 27 lessons (9 each for kindergarten, first grade, and second
grade) that addressed English language development standards.
The year after the visits from the teaching artist, teachers were
expected to teach the lessons on their own.
However, grant funding for the K–2 Teaching Artist Project
was scheduled to end after spring 2010, by which time only 15 out
of 114 elementary schools had been served. So to support ongoing
teacher professional development and implementation efforts, the
UC Irvine Center for Learning in the Arts, Sciences and
Sustainability created a website with lesson materials and
streaming online videos of a teaching artist delivering each lesson.
Because these materials were created with federal money, there is
no charge for them.
To get teacher feedback on the effectiveness of the program, I
conducted interviews with 24 teachers who participated in the
program. Before describing teacher observations, however, it may
Building Oral Language Through Creative Drama 141
5. be helpful to provide an overview of the nine kindergarten theater
arts lessons.
ARTS-BASED STRATEGIES FOR ACHIEVING
UNIVERSAL ACCESS
The focus of Lesson 1 is on helping children introduce themselves
clearly and with confidence. Lesson 2 introduces the story We’re
Going on a Bear Hunt. As the teaching artist tells the story, children
repeat his words and mimic his gestures. Lesson 3 is built around
the same story but focuses on using the body and voice to bring a
story to life.
In Lesson 4, kindergartners perform the story Goldilocks and
the Three Bears. The class identifies the four characters, the
setting, and the sequence of events. In groups, children create
improvisations and pantomimes that highlight characterization
and story points. Lesson 5 focuses on two poems: “Cat” and
“Two Little Kittens.” While reading the first poem slowly, the
teacher discusses and models movements a cat would make.
After reading the second poem, children act out and discuss
similarities and differences between the movements of the
imaginary kittens and a real cat.
Lesson 6 asks students to make shapes, using a lump of clay or
a sheet of aluminum foil. Children talk about the shape, and then
they try to make that shape with their bodies. The teacher
demonstrates how angles and sharp lines indicate strength or
power, whereas curvy lines indicate softness and flow. In Lesson 7,
children observe their hands and discuss the ways hands move.
Pairs of children sit facing one another, taking turns mirroring the
hand motions of their partner. This takes strong focus and
concentration.
Lesson 8 focuses on props. The children are asked: When did
you last dress up as someone else? (For Halloween?) Did you
move or speak differently? Did you use a prop? The teaching artist
uses various props, demonstrating movements that could help
define a character. Children are asked: Who was that character?
What clues helped you guess? Then each child chooses a prop and
creates a character.
142 TESOL Journal
6. In Lesson 9 children choose scenes for role-playing, then create
tableaux (frozen pictures of their chosen scene). Then the
kindergartners investigate how performing in a theater works. The
(imaginary) curtain is closed, actors enter, the curtain opens, actors
perform. At the end, the actors freeze. The audience applauds. The
curtain closes. The actors exit. One group of kindergartners at a
time walks through this sequence while the rest of the class
practices being a good audience.
The impact of the drama activities is increased by extensions
(included at the end of each lesson plan) that teachers can employ
to connect drama activities to literacy instruction. One of the
program coordinators created a range of drama-based strategies
such as these:
• Have students explore pace and volume in their oral reading (“How can we
read this poem to make sure our audience understands the message?”).
• Have students act out the poem by creating movements for key words (e.g.,
float, waving, brave, strong, true, stand).
• Practice sequencing by pantomiming a procedure with which students are
familiar, such as a fire drill or leaving school at the end of the day. Switch
the sequence around. Ask students if it makes sense. Why or why not?
TEACHERS DESCRIBE THE IMPACT OF DRAMA
LESSONS
Teachers interviewed about the project often mentioned the impact
that drama-based activities had on vocabulary acquisition. The
following comments were typical:
• About 95% of my kids are ELL. At [the] beginning of [the] school year, half
did not talk at all. But in the arts lessons they are excited, using their vocab-
ulary.
• Every teacher I have talked to will say that the ELL children understand the
language because they physicalize it.
First- and second-grade teachers pointed out that students in
their classes had improved in their writing about characters in
stories; it was much more detailed and descriptive. A teacher
recalled: “When we were discussing characters from stories, I’d
say, ‘Remember when you had drama, how you felt when you
acted it out?’” In contrast, kindergarten teachers who taught ELLs
Building Oral Language Through Creative Drama 143
7. focused more on engagement and learning vocabulary, as in this
observation:
When we acted it out, more of the kids were engaged, even the
kids who couldn’t say the words yet. At the beginning of the
year, they copy movements. Eventually, they understand how
to say that, using language.
SUMMARY
There is an urgent need to find effective ways to help young ELLs
master oral English. Creative drama lessons provide an appealing
and highly motivating first step, because they give ELLs
opportunities to engage in extended interactions with teachers and
peers. However, few elementary teachers have training in
delivering drama instruction. Texts are available, but a text does
not adequately convey the nuances of gesture, posture, intonation,
and facial expression that are key elements in communicating
meaning during theater arts lessons.
High-quality videos demonstrating how a professional teaching
artist delivers each lesson provide an invaluable supplement to
written description. The free online materials created by the San
Diego Unified School District and the University of California,
Irvine, may therefore prove a valuable resource for teachers who
wish to enhance children’s oral language skills.
ONLINE RESOURCES
Kindergarten video theater lessons and lesson plans: www.class.
uci.edu/theatre-k
Grade 1 video theater lessons and lesson plans: http://www.class.
uci.edu/theater-1
Grade 2 video theater lessons and lesson plans: http://www.class.
uci.edu/theater-2
THE AUTHOR
Liane Brouillette is an associate professor at the University of
California, Irvine (UCI), and director of the UCI Center for
Learning through the Arts and Technology. She served as
principal investigator for the San Diego K–2 Teaching Artist
144 TESOL Journal
8. Project, funded by an Improving Teacher Quality grant. Her
research interests focus on arts-based learning.
REFERENCES
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to
life: Robust vocabulary instruction. New York, NY: Guilford
Press.
Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H.
(2006). Practical guidelines for the education of English language
learners: Research-based recommendations for instruction and
academic interventions. Portsmouth, NH: RMC Research, Center
on Instruction.
Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S.,
Collins, P., & Scarcella, R. (2007). Effective literacy and language
instruction for English learners in the elementary grades: An IES
practice guide. Washington, DC: Department of Education,
Institute of Education Sciences.
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M.,
Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001).
The relation of preschool child care quality to children’s
cognitive and social developmental trajectories through second
grade. Child Development, 72, 1534–1553. doi:10.1111/1467-
8624.00364
Wong Fillmore, L., & Snow, C. (2000). What teachers need to know
about language. Washington, DC: U.S. Department of Education,
Office of Educational Research and Improvement. doi:10-
3.1.1.92.9117
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